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JoAnn Collins is the Author of "Disability Deception". In this interview she responds to some questions about special education, exceptionalities and disabilities and the special education process.

1. Do you believe that disabilities such as ADD and Learning Disabilities Exist?

Yes I do, though I am not a trained psychologist.

My adult son Shaun was diagnosed with severe Attention Deficit Hyperactivity Disorder (ADHD) at 2 years of age, and he was diagnosed with several Learning Disabilities at age 7. I have also advocated, for many children with similar disabilities, in my over 15 years as an educational advocate

The National Center for Learning Disabilities states in a document "Rewards and Roadblocks: How Special Education Students are Faring Under No Child Left Behind" that in the year 2005--45.5% of all students receiving special education services were diagnosed with learning disabilities.  Disabilities such as ADD, ADHD, and learning disabilities can severely impact a child's education. The National Center for Learning Disabilities can be found at The Website: www.LD.org.

In my experience, if children with these disorders receive appropriate educational, related services and behavioral support they are able to learn at a similar pace as children without disabilities.

2. What do you see as the main advocacy issues that parents need to be aware of in terms of procuring services for their children in the schools?

a. The first issue is being able to recognize, whether the information that you are given by special education personnel, is truthful. A parent can accomplish this by learning the federal (The Individuals with Disabilities Education Act or IDEA) and state rules regarding special education. Also by attending parent conferences and joining a parent advocacy group which are located in every state. Non truthful information hurts children with disabilities, and prevents them from receiving a Free Appropriate Public Education (FAPE), which they are entitled to under federal law.

b. The second advocacy issue that I see is; parents that have children with disabilities have the right to stand up and advocate for their child. In my book "Disability Deception" I have coined a phrase that I call "assertive persistence." As long as a parent advocates, in an assertively persistent manner, and is respectful, they have a duty and right to fight for their child's education.

c. The third issue is; parents that have children with disabilities receiving special education services, must become familiar with the Behavior and Discipline requirements under the Individuals with Disabilities Education Act (IDEA), so that they can advocate for their child, who has behavioral issues. Many children with disabilities do have negative behavior that is caused, by their disabilities. Some school districts would rather punish the child than use research based positive behavioral supports; which is required by IDEA.

An organization called the National Information Center for Children and Youth With Disabilities (NICHCY) which can be found at www.nichcy.org puts out a document entitled "Interventions for Chronic Behavior Problems." This document states "Punishing, threatening, blaming and criticizing students as a way of influencing their behavior only works in the short term. What research shows is that effective teachers tend to rely instead on proactive strategies for preventing behavior problems."

d. The fourth issue that parents face, is that children with disabilities are entitled to all special education and related services, that they need to receive a free appropriate public education (FAPE). Advocating for this is not always easy, and in some cases parents may have to spend a lot of money to see that their child receives a Free Appropriate Public Education (FAPE).

This puts a severe financial burden on families, and takes a lot of energy, which a lot of parents are willing to do for their child. (I have a couple of newspaper articles about parents and financial burdens of fighting if you are interested).

3. Many teachers have told me that administrators have said to them "answer questions honestly and truthfully, but do not offer any other information." Is the withholding of information ethical, honest, or moral?

I have experienced this many times myself, and when I have advocated for other children with disabilities and their parents. I always encourage parents to ask lots of questions, and ask for lots of information. The sad thing is, that this practice severely hurts children with disabilities, their education, and their future. How can you fight against, information that you do not know?

In my experience, the withholding of information is sometimes done, so that parents do not ask for increased special education services. I think this withholding is all of the three things you mentioned; as well as harmful to children's lives.

4. Some children have more than just a learning disability-they may have low frustration tolerance, they are disorganized, confused, and have self-esteem and self-concept issues. How can parents help to address all of these things?

Most of the things you mentioned can be the sub product of a disability. For Example: Disorganization can be part of ADD or ADHD, as well as self confidence issues.

Parents can help, by bringing up any issue that affects their child's education, at an Individual Education Plan (IEP) meeting. Sometimes special education personnel would rather focus on academic areas, rather than help children with specific issues such as frustration, self esteem disorganization.

My favorite advocacy technique is "Repeat Repeat Repeat" and I recommend parents use it, when asking for specific help for their child. They should ask for services to be given to address these issues, and that measurable goals be written, to help their child make progress. Parents should monitor their child's progress and ask for increased or different services or goals, depending on their child's progress.

5. Should every parent bring an attorney to every IEP meeting in order to make sure that their child receives services that they are entitled to?

No, if parents develop a working knowledge, of the federal and
state special education laws, bring copies to IEP meetings, bring a parent input statement that gives their input of what they think their child needs to be included in their child's IEP, write down a list of issues that they would like to discuss, attend parent trainings, and perhaps bring an educational advocate to help them, this is probably not needed. Parents need to ask lots of questions and insist on special education services that their child needs.

Experienced special education attorneys are very important, and help   parents fight for their child's entitled rights, but usually get involved with a child when the parent has to file for a due process hearing.   Due process hearings are a dispute resolution process, which is difficult, expensive and can be very emotionally draining. It can be helpful to have an experienced special education attorney at the due process level, to ensure that your child gets special education services that they need to live a fulfilled life.

6. Often there are just simple philosophical differences in the schools, some schools advocate for Braille, others indicate that with technology Braille is anachronistic. How can these differences of philosophy be resolved?

It depends on whether the philosophy that the school district is using, is working for the child.

Many times with my children or when I have advocated for other children, what the school district is doing is not working. IDEA 2004 does require that school districts use "research based instructional practices," which they do not always do. I ask them, to be willing to try what I am suggesting, and a lot of times they do. IEP plans can always be changed when needed, so trying new things to see if they will work can be beneficial for the child.

Children with disabilities have the right to receive special education services that prepare them for post school activities, jobs, vocational training etc. If one methodology does that more than another, I would encourage the parent to advocate for that, just depending on their child's disability and needs.

7. One diagnostician said to me "The child is entitled to a free appropriate education, not the best education in the entire world." How would you respond to such a statement?

Actually several court cases, have come to that conclusion. April 16, 1998 the Us Court of Appeals in the case Walczxak vs. Florida Union Free School District found that ". . . Federal law does not secure the best education. . .it must provide an appropriate education for each disabled child." This information was found on the Website www.wrightslaw.com.

The problem I see with this, is that some school districts have such low expectations for children with disabilities, that any service a parent wants they use the "best" argument. For example: "You want your child to have a one to one individual assistant, but we do not have to give them the best education only what is appropriate." Some special education personnel use the "best" argument to deny children needed services, which can ruin the child's life forever.

8. What are your Top 10 most important issues in terms of working with the schools?

a. Special education personnel need to have high expectations for all children with disabilities, no matter what the disability is.

b. School districts need to provide needed special education and related services to every child with a disability within a timely manner. Hopefully, this can be done without expensive litigation.

c. Truthful interpretations of IDEA and IDEA 2004 (when it was reauthorized), and help educate them in this area. Trust would be built up, which would positively affect the education of all children with disabilities.

d. Parents would like to be treated with respect, no matter what their situation is. And also, given all information they need to make informed choices for their child.

e. Special education personnel need to take responsibility when a child is not learning, and be willing to change methodology to benefit the
child's education.

f. Honestly diagnose children's disabilities, or be willing to accept an Independent Educational Evaluators opinion of the child's disability. Many children are harmed because school districts, state that they do not have a disability, this negatively affects their life forever.

g. Parents would like to receive all copies of special education testing reports at least 10 days in advance, so that they have a chance to go over them and be an equal participant in the Individual Education Plan (IEP) process.

h. Special Education personnel who are willing to listen to parents input, and try different things, to see if they will be successful.

i. Parents would like special education personnel, to honestly interpret IDEA, in the area of behavior and discipline. Some special education personnel tell parents that they have more power than they do, when it comes to punishing children with disabilities behavior.

j. School districts using research based instructional practices in all areas (which is required by IDEA 2004), but especially in the areas of behavior and discipline. Research shows that positive behavioral supports that reinforce positive behavior rather than punishment for negative behavior works in the long term for positive behavioral change.

9. How should an IEP team determine if a child should be included in regular education or if they should receive more substantial one to one or small group instruction in special education? Where and how do you draw the line?

I think when a child is very young it may be appropriate, to try a regular classroom. But if a child is not learning in the regular classroom, then I think a different placement would probably be more beneficial to the child. Children with disabilities also need functional skills as well as academic skills, so they would have to be placed in a self contained classroom for this.

I think the line is drawn at whether, the child is learning in the regular education environment, whether their behavior is interfering with their education or other children's education, and whether the child requires functional skill training, in order to receive a free appropriate public education.

I thought I would include a short Biography:

I am the parent of three adult children, two who have disabilities. I have been a disability and educational advocate for over 15 years. An educational advocate is someone who helps parents navigate the special education system. I have gone to hundreds of IEP meetings, and have advocated at several due process hearings. I am the past employee of Options Center for Independent Living in Bourbonnais Ill, and have been on several state advisory councils for disability issues. I am also the author of the book Disability Deception which came out in September of 2007; and continues to sell well.

10. What question have I neglected to ask?

How do I get a copy of "Disability Deception" and what does it contain?

Disability Deception is sold at www.amazon.com, where you can also read several reviews and feedback left by parents of children with disabilities. I also have a Web site at: www.disabilitydeception.com where you can purchase the book and also read testimonials.

Disability Deception contains:

1. Information on lies told by some disability educators, and also teaches parents how to overcome these lies to benefit their child's education.

2. Brief summaries of the Individual with Disabilities Education Act and IDEA 2004 changes; as well as information about No Child left behind.

3. Practical easy to use advocacy skills to help parents in their advocacy journey.

4. A lot of useful resources that parents can use—samples of letters, OSEP policy letters, beneficial educational web sites, and educational agencies contact information.

5. An entire chapter on Independent Educational Evaluations (IEE's) and IEE's at public expense, and how to use them to benefit your child's education.

6. A wonderful article by Wayne Steedman Esq. which is entitled "Ten Tips: How to use IDEA 2004 to Improve Your Child's Special Education." (Reprinted with permission).

7. Specific areas that are covered; Evaluations, independent educational evaluations and at public expense, IEP's, FAPE, behavior and discipline, due process.

8. Chapter on Frequently Asked Questions, and mistakes parents make.

9. Poem entitled "Dreams" that I wrote several years ago, about my daughter Angelina.

10. Appendix A contains information about how to do your child's due process hearing.

Published July 24, 2008